Navegando por Palavras-chave "Historic-Cultural Psychology"

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    Aprendizagem da docência em atividade de ensino no clube dematemática
    (Associação Brasileira de Psicologia Escolar e Educacional (ABRAPEE), 2014-12-01) Moretti, Vanessa Dias [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Based on the Historical-Cultural theory and on Vygotsky’s general propositions aboutthe social nature of the human psyche and the concept of activity deepened byLeontiev, we have investigated elements of the learning of Mathematics teaching inPedagogy students who participated in the Mathematics Club at a public university inSão Paulo. The data analyzed were produced by the subjects in the form of individualreflective portfolio and collective final report. Data analysis reveals that thetransformation of collective activities, triggered by the needs placed upon thesubject, is linked to the movement of assigning new meanings to the reorganization ofactions and their relation to the planning, the subject’s relation to the teaching ofmathematics, the relationship between theory and practice in teaching organization,and objective conditions of the teacher’s work. Thus, it points to the movement ofteacher training in teaching activity in the Mathematics Club.
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    Os significados da escola para adolescentes: um estudo com alunos de uma escola pública de periferia urbana
    (Universidade Federal de São Paulo (UNIFESP), 2011-12-09) Carvalho, Eliene da Rocha [UNIFESP]; Martins, Edna [UNIFESP]; http://lattes.cnpq.br/1795407379797629; http://lattes.cnpq.br/4991391356037163; Universidade Federal de São Paulo (UNIFESP)
    The present work it is a qualitative research, conducted in a public school on the suburb of Guarulhos - SP, with the participation of 23 seventh-grade students, aged 13 to 14 years old. The data were collected through individual text production, with participation of 21 students, and also using interviews with 06 students, organized into two groups. The objective was to understand the meanings of school for these subjects; however, the issue of sense of being a teenager also permeated our investigations. The meanings of the school, here mentioned, were seized from the wealth of information collected on family and school experiences of the subjects, which allowed us to organize seven categories of analysis combining the structural elements of the meaning they assign to school. We perceived that there are some major themes that engage teenagers to think about the school in their lives, namely their learning, mediation between teachers and students, interactions with peers, future prospects of students and families roles changing in relation to childhood. In the light of historical-cultural approach, it was possible to understand that teens see school as a possibility of conducting a successful and productive adulthood. The data seem to indicate that the school investigated, in view of its actors (the students) represents a minimum space of learning, due to the scarce moments of mediation between teachers and students and the lack of an environment of cooperation and dialogue in the learning context.